An Original Investigation into the Developmental Sequencing of Mathematical Understanding in Nigerian Pre-School Children Across Cultural Contexts

The developmental sequencing of mathematical understanding in young children may be culturally situated in ways that global developmental sequences (derived from Western normative samples) fail to capture, and investigating this sequencing in Nigerian pre-school children across four cultural communities provides original evidence for culturally grounded mathematics curriculum. This study conducted an original cross-cultural investigation into the developmental sequencing of mathematical understanding in Nigerian pre-school children aged 3 to 6 years across Yoruba (Oyo), Igbo (Imo), Hausa (Kano), and Tiv (Benue) communities. A longitudinal developmental sequencing methodology was employed. Mathematical understanding across eight conceptual domains (enumeration, ordinal, cardinality, quantity comparison, additive reasoning, measurement, spatial reasoning, and pattern) was assessed at 6-month intervals for 24 months in 240 children (60 per community). Item response theory and sequence analysis were applied to identify developmental trajectories. Results confirmed largely universal sequencing in enumeration and cardinality development across all four communities. Cultural divergence was greatest in measurement (Tiv children led significantly in non-standard measurement due to agricultural apprenticeship), spatial reasoning (Yoruba children showed earlier developmental advantage attributed to weaving cultural practice exposure), and pattern recognition (Hausa children led, attributed to geometric art traditions). An original Nigerian Pre-School Mathematical Development Cultural Map was produced. Expert review by 20 specialists confirmed the study's original contribution. Recommendations include culture-specific mathematical readiness activities in ECD curricula and teacher training on culturally embedded early mathematical concepts.

Keywords: mathematical understanding, developmental sequencing, Nigerian pre-school children, cross-cultural study, early mathematics